Second Language Vocabulary Gains from Listening Versus Reading Comprehension Input: A Comparative Study.

Area of Science:

• Second Language Acquisition
• Educational Technology

Background:

• Vocabulary acquisition is crucial for language learning.
• Both listening and reading comprehension are key modalities for input.
• Technology-enhanced learning environments offer new avenues for vocabulary development.

Purpose of the Study:

• To investigate vocabulary recognition and production acquisition through listening and reading comprehension using ®Voice software.
• To compare short-term and long-term vocabulary gains between listening and reading modalities.
• To assess the impact of repeated exposure in listening comprehension on vocabulary learning.

Main Methods:

• Sixty participants engaged in listening or reading comprehension activities with audio-converted materials.
• Vocabulary recognition was assessed using multiple-choice tests.
• Vocabulary production was evaluated using cloze tests.
• Assessments were conducted pre-intervention, immediately post-intervention, and at a delayed post-test.

Main Results:

• Participants demonstrated vocabulary learning in both listening and reading modalities across all time points.
• Vocabulary recognition scores were higher than vocabulary production scores.
• Initial listening performance was lower than reading, but improved significantly after the third session.
• Delayed post-tests revealed significantly higher vocabulary acquisition from listening comprehension compared to reading.

Conclusions:

• Both listening and reading comprehension effectively support vocabulary acquisition.
• Repeated exposure through listening comprehension can lead to superior long-term vocabulary gains compared to reading.
• ®Voice software facilitates vocabulary development in both recognition and production, with distinct modality effects over time.